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A Corpus-Based Approach to Distinguishing the Near-Synonyms Listen and Hearhttp://nccur.lib.nccu.edu.tw/handle/140.119/115951
title: A Corpus-Based Approach to Distinguishing the Near-Synonyms Listen and Hear abstract: The present study aimed to compare the verbs listen (to) and hear based on lexical resources and corpora, including (a) WordNet, which contains sense frequency information taken from the Brown Corpus and The Red Badge of Courage; (b) the British National Corpus (BNC); and (c) a writing task for English learners that focused on the uses of listen (to) and hear. The two verbs were compared in terms of sense frequency distributions as well as collocational information. Similarities and differences between the uses of the verbs listen (to) and hear were also analyzed using Sketch Engine, a lexical resource that enables collocational patterns from the BNC to be displayed according to grammatical relations. In the writing task, it was found that, for both verbs, students focused on a certain meaning. In addition, the BNC showed different sense distributions compared with WordNet and the learner data, as well as more figurative meanings. Both learner data and WordNet were predominant in the use of literal meanings for both verbs. This study contributes to the practice of connecting corpus data to teaching and learning.
<br>Fri, 09 Feb 2018 03:43:30 GMTReferential choice in narratives of Mandarin-speaking children with autism spectrum disorder: Form, function, and adequacyhttp://nccur.lib.nccu.edu.tw/handle/140.119/115950
title: Referential choice in narratives of Mandarin-speaking children with autism spectrum disorder: Form, function, and adequacy abstract: This study investigates the referential choice of Mandarin-speaking children with autism spectrum disorder (ASD). The data consist of narratives from 16 children with ASD and 16 typically-developing (TD) children. The narratives were elicited using the wordless picture book Frog, where are you? Participants’ referential expressions were coded in terms of referential form, function, and adequacy. The results revealed that, compared with the IQ- and language-matched TD children, the children with ASD used significantly more pronominal forms for subsequent mentions, showed insufficient ability to use definite and indefinite noun phrases to mark the information status of referents, and made fewer adequate reintroductions. Additionally, this study demonstrated the potential of the three-category classification to advance our understanding of referential choice in ASD. The outcomes underscore the importance of analyzing referential adequacy across referential functions, and suggest that referential functions are not equally difficult.
<br>Fri, 09 Feb 2018 03:41:56 GMTThe Semantic Extensions of Kill and Killer in Magazine and Newspaper Corporahttp://nccur.lib.nccu.edu.tw/handle/140.119/115949
title: The Semantic Extensions of Kill and Killer in Magazine and Newspaper Corpora abstract: The occurrences of kill and killer are often understood as negative; however, evidence suggests that these words also have positive meanings. To many people, the use of kill and killer indicates physical death, but we found other meanings of these words. First, death is the worst possible outcome, but it is not necessarily a consequence of kill and killer. Second, killer, in particular, has a strong positive meaning that is extended from the ‘deadly’ meaning of kill. Third, we found that the figurative use of killer appeared more often in magazines and newspapers, as well as in fiction but with different purposes, when we compared the data from magazines and newspapers with those from different genres. The results obtained by analysing magazine and newspaper corpora in the Corpus of Contemporary American English (COCA) showed the importance of pragmatic interpretation in understanding meanings.
<br>Fri, 09 Feb 2018 03:41:35 GMT台灣中學生英語感謝行為之研究http://nccur.lib.nccu.edu.tw/handle/140.119/115769
title: 台灣中學生英語感謝行為之研究 authors: 盧蔚葶; Lu, Wei Ting
<br>abstract: 表達感謝是人際關係裡最重要的語言功能之一。能夠在英語的環境裡適當地表達感謝對語言學習者來說是相當重要的語言行為。本研究旨在探討中美文化差異對感謝行為的影響以及中文母語文化對外語學習的影響。受試者分為三組：其中兩組為分別以英語和中文為母語的青少年，另一組為英語程度較佳且學習階段為國中的台灣英語學習者。在挑選受試者時，先讓受試者寫一份閱讀測驗，以區分英語能力的高低。向受試者蒐集感謝行為資料的工具為「言談情境填充問卷」。本研究同時使用量化及質化分析來比較兩組母語受試者的感謝行為表現並進一步檢視台灣英語學習者是否已學會使用英語感謝行為的語用規範。
本研究結果顯示：英語為母語者最常使用直接、明確的感謝策略，而最少使用間接的感謝策略如道歉及不作回應；中文為母語者則使用較多的間接感謝策略。然而，台灣英語學習者經歷語用失敗，並將中文的語用規範移轉到英語感謝行為。此外，教學誘發的失誤以及使用過多文字也導致英語學習者的感謝行為偏離英語語用規範。有鑑於此，本研究建議語言教學者應該幫助英語學習者將注意力放在文化差異對語言表達的影響，以提高他們的語用覺察。
<br>description: 碩士
<br>Fri, 02 Feb 2018 03:57:51 GMT